When patient-centred and family-centred approaches clash: Taiwanese health professions students' patient autonomy dilemmas.
Culture
Dilemma
Health professions
Patient autonomy
Professionalism dilemma
Journal
Advances in health sciences education : theory and practice
ISSN: 1573-1677
Titre abrégé: Adv Health Sci Educ Theory Pract
Pays: Netherlands
ID NLM: 9612021
Informations de publication
Date de publication:
Dec 2021
Dec 2021
Historique:
received:
26
09
2020
accepted:
08
08
2021
pubmed:
27
8
2021
medline:
2
2
2022
entrez:
26
8
2021
Statut:
ppublish
Résumé
The main purpose of the study was to examine whether health professions students in Taiwan who study in different programmes experience similar patient autonomy-related professionalism dilemmas caused by disconnections between school and clinical culture. To investigate this issue, we draw specifically on situated learning theory and its cultural concept to examine their professionalism dilemma narratives that were collected through interviews. Of the 79 interviewed students, nearly half of them experienced patient autonomy dilemmas caused by conflicts between school and clinical culture, which have significant negative impacts on their learning and emotional wellbeing. Four major types of patient autonomy-related dilemmas emerge from the data. It was also found that when school culture and clinical culture clash, the latter has a greater influence on students. Thus, the study argues that Taiwanese students' frequent encounters with patient-autonomy dilemmas highlight the challenges faced by health professions students in transferring knowledge between school and clinical cultures, and clinical culture has a more powerful influence on their behaviour and clinical decision making. This phenomenon should be taken into account when organizing health professions education.
Identifiants
pubmed: 34436701
doi: 10.1007/s10459-021-10064-9
pii: 10.1007/s10459-021-10064-9
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
1625-1640Subventions
Organisme : Ministry of Science and Technology, Taiwan
ID : 106-2811-S-002-002
Informations de copyright
© 2021. The Author(s), under exclusive licence to Springer Nature B.V.
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